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Inclusive Education Strategy 2005 - 2008

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Inclusive Education Strategy 2005 - 2008 Powered By Docstoc
					      Education, Arts and Libraries Directorate




   EXCELLENCE FOR ALL CHILDREN:
      THE DEVELOPMENT OF AN
INCLUSIVE EDUCATION SYSTEM IN DEVON
                      CONTENTS




                                                  Page

1.0   Introduction                                 3



2.0   Inclusive Education: Defining Principles     4



3.0   The Context for the Development of           5
      Inclusive Education



4.0   The Devon Context                            7



5.0   Progress towards the development of          8
      Inclusive Education in Devon



6.0   The development of an Inclusive Education    9
      System: Priority Objectives


      Appendix 1: References

      Appendix 2: Glossary of Terms

      Appendix 3:    Action Plan 2005 - 2008




                             2
      EXCELLENCE FOR ALL CHILDREN: THE DEVELOPMENT OF AN
             INCLUSIVE EDUCATION SYSTEM IN DEVON

1.0   INTRODUCTION

1.1   The purpose of this document is to set out a vision for the development of a more
      inclusive education system in line with national and Local Authority corporate
      priorities. These include raising achievement, developing the capacity of schools
      and early year’s settings to meet a more diverse range of needs and ensuring
      greater social inclusion. Its primary focus is on the development of the most
      effective possible means of enabling children to access the mainstream curriculum,
      in schools serving their local communities.

1.2   It also recognises the important role of special schools and emphasises the
      significance of partnerships between schools, with parents/carers and with other
      agencies. It will be vital to promote and contribute to such partnerships in order to
      achieve the key aim of developing a continuum of provision to match a continuum of
      need, such that no child, whatever their circumstances, is disadvantaged within or
      by the education system.

1.3   It is recognised that ‘inclusion’ can be interpreted in different ways. The term is
      used with such frequency that it can be seen to have become a cliché and therefore
      to have lost impact and significance. Instead, a set of defining principles for an
      inclusive education system is proposed, which, it is hoped, all partners involved in
      the task of enabling learners and raising achievement will find meaningful. We have
      consulted widely on these principles and the objectives which follow from them.
      (See Appendix 3).

1.4   An Inclusive Education plan will represent a key element of Devon’s Children and
      Young People’s Plan and will replace plans such as the SEN plan and Behaviour
      Support Plan. It will link directly to the school improvement and social inclusion
      elements of the Plan, the LEA’s Accessibility Strategy, School Organisation Plan
      and Admissions Arrangements and to the work plans of the Devon Children’s Trust.

1.5   Elected members, school and centrally retained staff, governors, staff of other
      agencies, parents/carers and voluntary organisations are all involved in different
      ways in seeking to improve educational outcomes for children who are vulnerable to
      failure. We have a shared responsibility for these as for all other children.

1.6   This document should be read with particular reference to the Children Act 2004,
      the Green Paper, Every Child Matters, (TSO, 2003) and Every Child Matters,
      Change for Children (2004) and the Education Acts 1996, 2002 and 2005. It relates
      directly to the Disability Discrimination Act 1995, the Special Educational Needs and
      Disability Act 2001 and associated Codes of Practice, the Report of the Special
      Schools Working Group (DfES 2003) and Removing Barriers to Achievement: The
      Government’s Strategy for SEN (DfES 2004). (References to specific publications
      relating to the needs of particular groups of children and young people can be found
      at Appendix 1.) It should also be seen in the context of our Vision for Learning and
      the preparation of the Devon Children and Young People’s Plan, 2006-2009.



                                            3
2.0       INCLUSIVE EDUCATION: DEFINING PRINCIPLES

2.1       We believe that an inclusive education system is one which:

          2.1.1     Places children, not institutions, at the centre and focuses on their needs
                    and well-being.

          2.1.2     Has the highest expectations of all children and their potential to achieve
                    success, whatever their circumstances.

          2.1.3     Recognises that parents/carers have the right to be fully involved at all
                    times and that they must be engaged as active partners in making decisions
                    about their children’s education and well-being.

          2.1.4     Ensures that the views of children and young people are sought and given
                    due weight according to their age, maturity and capability.

          2.1.5     Recognises every child’s entitlement to gain full access to a broad and
                    balanced curriculum, alongside their peers in a mainstream setting in their
                    local communities wherever possible, enabling full and active participation
                    in the life of the school and the highest possible levels of achievement.

          2.1.6     Ensures this entitlement by maintaining a flexible, responsive continuum of
                    provision to match a continuum of need. Such a continuum includes
                    appropriately adapted, differentiated and targeted curriculum delivery,
                    reflecting language and cultural diversity as appropriate, and services which
                    can help to enhance the capacity of schools and early years settings to
                    meet a diverse range of needs.

          2.1.7     Provides opportunities for children attending special schools to learn
                    alongside mainstream peers and vice versa, and interchange of staff
                    between the two sectors.

          2.1.8     Emphasises that those responsible for meeting children’s educational
                    needs - primarily the governors and staff of our schools – must take
                    responsibility for providing high quality education for all children, with the
                    Local Authority1 and other agencies providing appropriate support.

          2.1.9     Works in direct partnership with Health, Social Care and the voluntary
                    sector in meeting the needs of children and delivering improved outcomes
                    for them, through services, schools and other settings, jointly planning and
                    implementing strategy in ways which make best use of resources.

          2.1.10 Relates to all aspects of educational provision, as proposed in the Extended
                 Schools Guidance, and involves youth services, libraries and other sources
                 of support, advice and information.

          2.1.11 Has the full support of elected Members of the County Council.




1
    To be known from April 2006 as the Children’s Services Authority
                                                        4
3.0   THE CONTEXT FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION

3.1   The national context is set by legislation and guidance as set out in 1.6 (above) and
      Appendix 1. Mainstream schooling is the presumption of the law, reflecting the
      entitlement of children with special educational needs and disabilities to be
      educated alongside their peers and the duty of schools to make “reasonable
      adjustments” to facilitate this.

3.2   OFSTED states that: “An educationally inclusive school is one in which the
      teaching and learning, achievements, attitudes and well-being of every young
      person matter. Effective schools are educationally inclusive schools. This shows,
      not only in their performance, but also in their ethos and their willingness to offer
      new opportunities to pupils who may have experienced previous difficulties. This
      does not mean treating all pupils the same way. Rather it involves taking account of
      pupils’ varied life experiences and needs.” (Evaluating Educational Inclusion.
      Guidance for Inspectors and School, OFSTED, 2000).

3.3   OFSTED (2000, above) describes educational inclusion as, “more than a concern
      about any one group of pupils such as those pupils who have been or are likely to
      be excluded from school. Its scope is broad. It is about equal opportunities for all
      pupils, whatever their age, gender, ethnicity, attainment and background. It pays
      particular attention to the provision made for and the achievement of different
      groups of pupils within a school”. Groups of children considered to be most likely to
      be at risk of failure to achieve in school include:

      • children who are in care and ‘Looked-After’ by the Local Authority;

      • children from minority ethnic and faith groups, Travellers, asylum seekers and
        refugees;

      • children with special educational needs and disabilities;

      • children from families under particular stress including those where there is
        domestic violence or abuse;

      • children who are unwell and have particular medical needs;

      • young carers;

      • pregnant school girls and teenage mothers;

      • children who need support to learn English as an Additional Language (EAL

      • children who are at risk of disaffection and exclusion.




                                             5
3.4   We propose to extend the scope of our strategy beyond educational achievement
      alone to encompass the Outcomes Framework published with Every Child Matters:
      Change for Children (The Five Outcomes):

      •   being healthy;
      •   staying safe;
      •   enjoying and achieving;
      •   making a positive contribution;
      •   achieving economic well-being.

3.5   The Audit Commission report, Special Educational Needs: A Mainstream Issue,
      (2002), criticises the use of statutory assessments and statements as a means of
      funding special educational needs provision in schools, emphasising its often
      wasteful and reactive nature and recommending a shift to earlier identification of
      difficulties, earlier intervention and prevention. It is fully recognised, however, that
      for some children with complex, possibly lifelong needs, the protection of a
      statement is vital.

3.6   The Government’s Strategy for SEN, Removing Barriers to Achievement, (DfES,
      2004), focuses on the development of inclusive education, building on the proposals
      for reform of children’s services in Every Child Matters. The Strategy urges LEAs
      and schools to make education more innovative and responsive to the diverse
      needs of children, reducing reliance on separate SEN structures and processes and
      raising the achievement of children considered to have SEN, while ensuring that
      inclusive practice is embedded in every school and early years setting. It
      acknowledges the vital importance of developing staff skills and confidence, and of
      delivering improvements in partnership with other agencies. It emphasises that
      parents and carers need help to develop confidence that mainstream education can
      be inclusive and fully meet their children’s needs.

3.7   A tension is often cited between greater inclusiveness of schools and the need to
      raise levels of attainment.       A DfES research report, Inclusion and Pupil
      Achievement (DfES, 2004), concludes, however, that the current national policy to
      maintain children with SEN in mainstream schools is not likely to have a significant
      impact on attainment at national or LEA level, nor that it need have an impact at
      school level. Its findings suggest that academic attainment is more dependent on
      factors such as socio-economic status, gender, ethnicity and mother-tongue than on
      the level of inclusiveness in schools (see 3.3 above).

3.8   The thrust of government policy is further reflected by the joint DfES/DoH Guidance,
      Together from the Start – Practical Guidance for professionals working with
      disabled children (birth to third birthday) and their families (2003). Guidance also
      exists to support schools’ efforts to make National Strategies accessible to learners
      who may experience difficulties (eg Including all Children in the Literacy Hour and
      Daily Mathematics Lesson, DfES, 2002 and Leading on Inclusion, DfES, 2005).

3.9   In A Better Education for Children in Care (Social Exclusion Unit, 2003), the
      Government re-affirms its commitment to deliver better educational outcomes for
      children Looked-After by the local authority.




                                             6
3.10   The focus on curriculum flexibility designed to secure the engagement, motivation
       and achievement of the greatest possible number of learners from 14 to 19 is also
       an indication of the shift towards more innovative and, potentially, inclusive
       educational practice.

3.11   The Race Relations Amendment Act 2000 places a duty on Local Authorities and
       schools to promote race equality. They must assess the impact of policy and
       practice across all ethnic groups with the aim of making a sustainable impact on the
       underachievement of black and ethnic minority children (Aiming High: Supporting
       Effective Use of the Ethnic Minority Achievement Grant, DfES, 2004).

3.12   The OFSTED report, Special Educational Needs and Disability; Towards Inclusive
       Schools (OFSTED, 2004) examines the impact of the Government’s inclusion
       framework on the capacity of mainstream schools to cater effectively for a greater
       range of needs. It highlights wide variations in the numbers of children defined as
       having SEN in different schools and LEAs and points out that such looseness of
       designation hinders efforts to focus on the action needed to resolve difficulties and
       improve provision. In schools visited that were most successful in meeting the
       needs of children with SEN, systems for assessment and planning were fully
       integrated with those for other children, which helped to ensure that planning for
       children with SEN was done by all staff.


4.0    THE DEVON CONTEXT

4.1    Examples of excellent inclusive practice are to be found in many Devon schools
       and early year’s settings. In some cases these are supported by staff of other
       agencies, or initiatives supported by the Children’s Fund. The development of
       policy and practice guidelines is assisted by, for example, the SENCO forum, which
       consists of SENCOS, Advisers, Educational Psychologists and officers. Such
       guidelines are provided for early years settings by early years support services,
       sometimes jointly funded by the Early Years Development and Childcare
       Partnership.

4.2    Partnership working is developing quickly under the auspices of the Children’s
       Trust, which aims to ensure the achievement and well-being of the most vulnerable
       children and young people. Devon’s Vision for Learning, recognises and promotes
       the importance of inclusive education, reflecting its significance in the inspection
       frameworks for schools and Local Authorities.

4.3    The Local Authority’s statutory assessment functions are exercised much more
       efficiently than was the case at the time of the last OFSTED inspection of the LEA.

4.4    While the rate of permanent exclusions has declined, that of pupils with statements
       of special educational need in Devon is higher than the national average and is a
       cause for concern.

4.5    Initiatives are being developed to monitor the effectiveness of support in the early
       years, with a view to both reducing exclusions and finding alternatives to statutory
       assessment.



                                             7
4.6   Greater educational and social inclusion is a key strategic priority of the County
      Council. To that end, since 2003 the Executive has endorsed strategies and
      implementation plans to develop inclusive education for children with Social,
      Emotional and Behavioural Difficulties and for those with needs on the Autistic
      Spectrum.    (Details of the strategies are available on the Devon website
      www.devon.gov.uk/ebsdstrategy.pdf and www.devon.gov.uk/asdstrategy.pdf

4.7   The Early Years Development and Childcare Partnership supports the Local
      Authority’s drive for early identification and intervention. It also supports an
      extensive programme of training initiatives for early years settings.


5.0   PROGRESS TOWARDS THE DEVELOPMENT OF INCLUSIVE EDUCATION IN
      DEVON

      Recent developments include:

5.1   New strategies for the inclusive education of children with social, emotional and
      behavioural difficulties and those with needs on the autistic spectrum (see 4.6,
      above).

5.2   Establishment of the Children’s Trust which has brought together staff of all
      agencies, head teachers, parent/carer representatives and the voluntary sector,
      working in strategic development groups to develop strategic and practical change
      on behalf of vulnerable children and their families.

5.3   Development of training, policy and guidelines for schools and parents/carers on
      dyslexia, including a CD-Rom, and establishment of a help line, staffed by a
      specialist teacher and an educational psychologist.

5.4   Guidance for schools and other settings on risk assessment, moving and handling
      of children with physical disabilities, conflict avoidance and physical restraint.

5.5   Development of guidance to schools on the use of ‘P-scales’ - a set of performance
      descriptors used for recording the attainment of pupils with special educational
      needs working towards the first level of the National Curriculum.

5.6   New County Special Education Team (CSET) decision-making arrangements - the
      ‘Inclusive Education Panel’,   consisting of Officers, including the Principal
      Educational Psychologist, the SEN Adviser and Head teachers, to consider
      requests for statutory assessment and decide on provision for children with
      statements.

5.7   Development of an SEN self-evaluation process in collaboration with schools; a
      similar process is also being developed for early years settings.

5.8   Implementation of an In-Year Admissions Policy and of a Managed Moves Policy
      designed to prevent permanent exclusion.

5.9   Monitoring, by the Local Admissions Forum, of the implementation of the Managed
      Moves Policy and In-Year Admissions Policy, and the contribution of schools to
      agreements for allocating school places for vulnerable and excluded children.

                                           8
5.9      Work towards the development of new, multi-agency identification, referral and
         tracking procedures for pupils out of school.

5.10     Development of support and advice for early years settings; Nursery Plus Units
         have been established in several locations across the County, with the aim of
         helping children to make a successful transition into their local mainstream school
         at statutory school age.

5.11     Collaboration between Devon sensory and physical disability services and the
         University of Plymouth on the development and provision of postgraduate teacher
         training courses.


6.0      THE DEVELOPMENT OF AN INCLUSIVE EDUCATION SYSTEM: PRIORITY
         OBJECTIVES

6.1      Objectives in the short-term2, include:

6.1.1 Ongoing implementation of the SEBD and ASD strategies (above).

6.1.2 Continued reduction in the rate of permanent exclusions, in line with local and
      government targets.

6.1.3 Development of joint agency behaviour support initiatives through the Children’s
      Trust, including improved services for Looked-After and adopted children, with an
      even greater focus on promoting attendance, preventing exclusion and raising
      Looked-After Children’s achievement.

6.1.4 Establishment of a Corporate Parenting Forum to develop the work of the County
      Council in fulfilling its corporate parenting responsibilities for Looked-After Children,
      in line with DfES/Local Government Information Unit Guidance If This Were My
      Child (2003).

6.1.5 Completing a review of the role of special schools and drafting proposals for
      consultation.

6.1.6 Revising criteria for statutory assessment to make these clearer and fairer.

6.1.9 Undertaking the first stage of a review of the distribution of resources to support the
      education of children with special or additional needs, as part of the overall funding
      formula.

6.1.10 Further development of training opportunities to increase the capacity of
       mainstream schools and early years settings to meet the needs of children who are
       vulnerable to under achievement or failure.




2
    By September 2005
                                              9
Objectives, in the medium term3, include:

6.2.1 Further development of joint agency initiatives under the auspices of the Children’s
      Trust, including commitment to new child and adolescent mental health services,
      joint protocols for assessment and intervention for children with Autistic Spectrum
      Disorder (ASD) and streamlined assessment processes for all children with
      complex needs.

6.2.2 Raising the attainment of Looked-After Children in line with national targets.

6.2.3 Raising awareness of the development of inclusive educational practice as a key
      school improvement issue and ensuring a focus on this during DCS Advisers’
      annual review visits.

6.2.4 Consultation on a revised system of funding for special and additional needs,
      designed to promote early intervention and reduce recourse to statutory
      assessment through effective practice and targeted resources at School Action and
      School Action Plus (DfES Code of Practice 2001), for implementation in April 2007.

6.2.5 Establishment of procedures for monitoring schools’ use of delegated resources in
      relation to the educational achievement of children with special and additional
      needs (as per The Management of SEN expenditure, DfES, 2004).

6.2.6 Establishment of the most effective and consistent procedures for reviewing the
      progress of children with statements, both in the interests of the children concerned
      and with a view to ceasing statements over time, where appropriate provision can
      be made without them, with the aim of freeing up resources for reallocation.

6.2.7 Further consolidation of the consultation, advice and training role of educational
      psychologists.

6.2.8 Support for schools’ efforts to develop networks and services across local learning
      communities, which provide effective local solutions while also contributing to the
      Local Authority’s objective of providing all children with equitable access to
      consistently high quality support across the County.

6.2.9 Development of the capacity of mainstream schools to meet the needs of pupils
      with dyslexia and other persistent literacy difficulties, through training and guidance.

6.2.10 Establishment of an agreed and more significant role for special schools within a
       continuum of provision. While taking full account of parents’/carers’ preference, in
       the long-term this is likely to include full-time placement only for children with the
       most complex needs, with ‘permeable walls’ between special and mainstream
       schools so that advice and support can easily be provided by staff in both sectors,
       and opportunities for mainstream education are available for all children whose
       parents/carers wish it, in line with their entitlement (see 2.1.5 and 3.1 above).




3
    By September 2006
                                             10
6.3      Objectives in the long- term4 include:

6.3.1 Raised achievement and improved outcomes for children across all Devon schools
      with particular progress amongst the lowest attaining twenty per cent and those
      groups of children currently at greatest risk of failure (see 3.3, above).

6.3.2 Through the provision of enhanced joint-agency support and achievement of the
      objectives listed above, to reach agreement with schools to work towards avoidance
      of permanent exclusions from the primary phase and a significant decrease in
      secondary phase exclusions, through non-exclusion compacts with individual
      schools or clusters.

6.3.3 To achieve a reduction in the use of statements as a means of providing additional
      resources to schools, meeting needs more quickly and effectively through a revised
      funding model, whilst fully acknowledging children’s entitlements and the local
      authority’s responsibilities within the current legal framework.

6.3.4 Through the Children’s Trust, to increase the capacity of special schools to include
      the majority of children currently placed out-County, by providing therapies, work
      with parents/carers and other support, reducing to a minimum the placement of
      children in independent, non-maintained schools in and outside Devon.




4
    By September 2008 and beyond
                                            11
                                                                             APPENDIX 1

                                     REFERENCES

A Better Education for Children in Care (Social Exclusion Unit, 2003)

Aiming High: Supporting Effective Use of the Ethnic Minority Achievement Grant (DfES,
2004)

Children Act, 2004

Code of Practice for Special Educational Needs (DfES, 2001)

Disability Discrimination Act, 1995 and Code of Practice for Schools (TSO, 2002)

Education Acts, 1996, 2002 and 2005

Every Child Matters (TSO, 2003)

Every Child Matters, The Next Steps (DfES 2004)

Every Child Matters, Change for Children, and Change for Children in Schools (DfES,
2004)

Evaluating Educational Inclusion, Guidance for Inspectors and Schools, (OfSTED, 2000)

If This Were My Child, (DfES/Local Government Information Unit, 2003)

Including all Children in the Literacy Hour and Daily Mathematics Lesson, DfES, 2002

Inclusion and Pupil Achievement (DfES 2004)

Leading on Inclusion (DfES, 2005)

Race Relations Amendment Act, 2000

Removing Barriers to Achievement, The Government’s Strategy for SEN, (DfES, 2004)

Report of the Special Schools Working Group, (DfES, 2003)

Special Educational Needs: A Mainstream Issue, (Audit Commission, 2002)

Special Educational Needs and Disability Act 2001, and associated Codes of Practice

Special Educational Needs and Disability: Towards Inclusive Schools (OFSTED, 2004)

The Management of SEN Expenditure, DfES, 2004

Together from the Start – practical guidance for professionals working with disabled
children (birth to third birthday) and their families, (DfES/DoH, 2003).



                                            12
                                                          APPENDIX 2



                      GLOSSARY OF TERMS



ASD      Autistic Spectrum Disorder

CAMHS    Child and Adolescent Mental Health Service

CSET     County Special Education Team

DCS      Devon Curriculum Services

DfES     Department for Education and Skills

DoH      Department of Health

EAL      English as an Additional Language

OFSTED    Office for Standards in Education

SEN      Special Educational Needs

SEBD     Social, Emotional and Behavioural Difficulties

SENCO    Special Educational Needs Co-ordinator




                                  13
                                     Appendix 3




DEVON’S INCLUSIVE EDUCATION SYSTEM

      ACTION PLAN 2005 – 2008
This detailed programme of action is the implementation plan for our strategy, “Excellence for All Children: The Development
of an Inclusive Education System in Devon”, which was finalised, following consultation and amendment, in March 2005 and
endorsed by the Executive Committee of the County Council. The Action Plan too has been endorsed by Members. The
contribution of the delivery of the objectives in the Action Plan to achievement of the Five Outcomes of Every Child Matters
is implicit throughout.

The numbering relates to the sections on short, medium and long term objectives in Section 6 of
Excellence for All Children,




                                                             1
Key to initials


  MA  Marion Argent       Team Manager (SEN and Inclusion)
  CA  Chris Aston         Group Manager (SEN)
  JB  John Barnard        Principal Finance Officer (Education)
  JBl Jon Bell            Extended Schools Officer
  DB  Deborah Booth       Group Manager (Inclusion)
  BBS Bea Blair-Smith     Principal Educational Psychologist
  KC  Karen Chester       Senior Education Officer (SEN and Inclusion)
  SC  Sue Clarke          School Improvement: Innovation
  PC  Pat Clewer          Head of Partnerships
  GC  Graham Cockill      Key Stage 3 Strategy Manager
  TD  Trevor Day          Lifelong Learning Development Partnership Officer
  JE  Jenny Evans         Principal Pre-School Advisory Teacher
  RF  Roger Fetherston    Head of Devon Curriculum Services
  JH  Juliet Hammacott    Acting Principal Education Welfare Officer
  DH  Dillon Hughes       Principal Youth Officer
  VJ  Victoria Jones      SEN Adviser
  EL  Ernie Lloyd         Assistant Education Officer (Exclusions and Alternative Provision)
  DK  David Kitchingham   Transport Officer
  DM  Deborah Magill      Deputy Director and Head of Learning & School Improvement
  KP  Kim Piper           Looked After Children Co-ordinator (Education)
  AP  Anne Porter         Senior Monitoring Officer
  DP  Debbie Pritchard    Group Manager (Extended Learning)
  CR  Claire Rockliffe    Assistant Education Officer (Early Years)
  LS  Lyndsey Stone       Consultant, Children’s Services
  HT  H Thompson          Primary National Strategy Manager
  JT  Judy Topley         Advisory Teacher, Inclusion
  CW  Chris Wardle        Senior Educational Psychologist (Behaviour Strategy Co-ordinator)
  AW  Anne Whiteley       Director, Children’s Services
  AWs Alan Williams       Senior Educational Psychologist (ASD)
  JW  Julia Wilkinson     Post 16 Strategy Officer




                                                               2
            Objective                               Activity                        Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                         Officer                  date
Short-term, 6.1.1 – 6.1.9

6.1.1 [a] Full implementation      See below.                                   Demonstrable improvement in              CA        LS       Spring 2004
of strategy to provide                                                          services to children, families and                 DB
inclusive education for                                                         schools etc and in schools’ capacity               CW
children with SEBD                                                              to meet the needs of children with                 EL
                                                                                SEBD.                                              DH

(i) Appoint specialist EP as       Internal recruitment.                        Increased capacity to implement                    BBS      January 2005
    County Behaviour Co-                                                        strategy. Improved partnership with
    ordinator to support                                                        schools and other services.
    implementation of strategy
    and development of
    effective practice.


(ii) Develop extended schools      Appoint Extended Schools                     Co-ordinators appointed and              DP        PC       April 2005
     as hub for provision of       Co-ordinators to learning communities.       assisting development of Change for      JBI       DB
     services and support for      Produce video to market role and             Children agenda, helping                 SC
     Learning Communities.         opportunities.                               development of schools as hubs for
                                                                                provision of services, involving other
                                                                                services as appropriate.
                                   Develop Co-ordinators’ role to maximise
                                   inter-agency collaboration.

(iii) Provide enhanced             Monitor need via Area SENCOs and             Reduction in reported difficulties at    JT        CA       Ongoing
      specialist advice and        Pre-School Advisory Team.                    transition to school.                    BBS
      support to pre-school        Plan co-ordinated approaches with EPS                                                 CR
      settings where a child       and, where appropriate, Joint Agency                                                  JE
      presents evidence of         Teams. Co-ordinate with Sure Start
      significant and persistent   and Children’s Centres.                      Reduced demand for statutory                                Ongoing
      attachment or other                                                       assessment for children in KS1.
      behavioural difficulties.


                                                                            3
            Objective                             Activity                         Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                        Officer                  date
(iv) Develop joint-agency        Develop integrated approaches for             Enhanced joint-agency working            BBS       CA       December 2004
     assessment and              identification, assessment and                using agreed procedures.                           PC
     intervention protocols      intervention with children and families       Earlier intervention in place so                   DB
     under auspices of           where children show severe and                fewer children ‘slip through the net’.             KC
     Children’s Trust.           persistent SEBD.

                                 Form sub-group of Children’s Trust
                                 Children with Special Needs
                                 Development Group to design protocol.

                                 Consult with all major stakeholders.

                                 Amend protocol as appropriate.                                                                            July 2005

                                 Present to Children’s Trust Executive         Protocol for integrated approaches
                                 for sign-off.                                 agreed and implemented.

(v) Establish two additional     Identify appropriate schools via              Children with attachment difficulties    CA        BBS      September
    nurture groups, in south and deprivation indicators and discussion         impacting on ability to access                     CW       2004
    North Devon.                 with head teachers.                           Foundation Stage curriculum on
                                                                               entry to school provided with
                                 Recruit staff for Inverteign Primary          specialist support.
                                 School.

                                 Provide training and advice to school.        Raised achievement in KS1-2; fewer
                                                                               exclusions.

(vi) Establish at least ten      Schools identified in areas of most           Areas of need identified and shared      CA        LS       April 2004
    Primary Resource Bases       significant need.                             across the County.                                 CW
    (PRBs).
                                 Form development group of                     Partnership between Heads and
                                 Headteachers and officers.                    officers.




                                                                           4
            Objective                               Activity                        Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                         Officer                  date
                                   Headteachers liaise within Local             Local Heads develop understanding        CW        BBS
                                   Learning Community                           of Advisory Teachers’ role and                     CA
                                                                                shared responsibility for provision.               LS

                                   Recruit Advisory Teachers to provide         Schools’ capacity to meet needs of                 CW       January 2005/
                                   outreach from Bases.                         children with behavioural difficulties                      January 2006
                                                                                significantly enhanced.

                                   Behaviour Co-ordinator to provide            Significantly improved services to       BBS                January 2005
                                   County-wide focus, liaison with existing     schools.
                                   Behaviour Support staff within EPS and
                                   Heads, and CPD.

                                   Develop clear processes for schools to       Role of PRBs and evaluation              CW                 June 2005
                                   access support from PRBs and for             process clear. Significant reduction
                                   evaluation of outcomes.                      in primary phase exclusions.

(vii) Implement KS2 behaviour      Form strategy group involving DCS and        Improved level of skills and             BBS       CW       January 2005
      strategy within the          EPS.                                         confidence in schools.
      Primary National
      Strategy.                    Plan and implement strategy.                 Fewer fixed-term and permanent
                                                                                exclusions at KS2.
                                   Further develop training programme for
                                   school staff.

                                   EPS produce guidelines for schools and       Guidelines available.
                                   disseminate.

(viii) Improve system for          EWS, EPS, behaviour and attendance           Support networks established, e.g.       DB        CW       September
       identifying and meeting     consultant, and relevant agency              mentoring for pupils.                    BBS       JH       2005
       the needs of children       partners plan improved approaches to
       likely to have behaviour    preparation and support for transition       County-wide information sharing and
       and attendance              via Children’s Trust.                        approach to transition in place.
       difficulties after KS2-3
       transfer, via County-wide   Data collection/analysis to highlight        Improved attendance, behaviour and DB
       Model for information       underachieving minority ethnic groups.       achievement at KS3.
       sharing and support.
                                                                            5
           Objective                                Activity                       Anticipated impact or outcomes    Lead      Others    Start date/end
                                                                                                                     Officer                  date
(ix) Embed and co-ordinate        Joint strategy meetings held to ensure       Secondary school staff more           GC        CW       Ongoing
     work of KS3 Behaviour and    co-ordinated approach.                       confident and highly skilled in       BBS       EL
     Attendance consultants                                                    management of challenging             DB        JH
     within SEBD strategy.                                                     behaviour and the prevention of
                                                                               unauthorised absence.

                                                                               Fewer exclusions and improved
                                                                               attendance.

(x) Establish further ‘Chances’   Arrange for interested Heads to visit        Heads have knowledge of pros and      CW                 January 2005
    style, off-site KS3-4         Chances Newton Abbot.                        cons of model.
    provision.
                                  Discuss appropriateness of model to
                                  local circumstances with local head
                                  teachers.

                                  Agree detailed, costed action plan.          Plan agreed taking account of local   CA        DB       September
                                                                               needs and circumstances.              DH        EL       2005
                                                                                                                               CW
                                  Consult on feasibility of jointly-provided   Input of other agencies maximised.
                                  support with Children’s Trust
                                  stakeholders.

                                  Implement plan.                              Significant reduction in fixed and
                                                                               permanent exclusions. Improved
                                                                               achievement for KS 3 – 4 children
                                                                               with SEBD.

                                                                               Reinvestment of funds released by
                                                                               decreased need for complementary
                                                                               education.




                                                                           6
           Objective                               Activity                        Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                      Officer                  date
(xi) Enhance SEBD special         Develop proposals for coherent County-       Model consulted on, agreed and         CA        BBS      March 2005
     school provision             wide model of outreach from all SEBD         implemented.                                     CW       September
                                  schools, within context of special school                                                     LS       2005
                                  review, and consult with stakeholders        Head teachers etc report increased               AP
                                  including mainstream Heads.                  staff confidence and skill in
                                                                               identifying and meeting children’s
                                                                               needs.

                                  Reduce residential provision by 50% at       Greater flexibility in provision.                         Ongoing to
                                  Ratcliffe School over three years and        Improved opportunities for supported                      2006
                                  replace with extended day provision.         reintegration to mainstream, dual
                                                                               placements etc.

                                  Plan to resume KS4 provision at Barley       Children assessed as unlikely to                          September
                                  Lane School.                                 manage full-time mainstream                               2006
                                                                               placement in KS 4 maintained at
                                                                               Barley Lane using the school as a
                                                                               base, coupled with e.g. College
                                                                               and/or work experience placement.

(xii) Enhance training and        Specialist coaching team delivering          Improved confidence and skills in      BBS       CW       Ongoing
      teacher coaching input to   teacher coaching to improve schools’         schools accessing coaching and
      all schools via EPS.        capacity to promote positive learning        training.
                                  behaviour.

                                  EPS provides range of training
                                  opportunities which can be tailored to
                                  individual school needs.

(xiii) Establish enhanced joint- Undertake detailed planning with Social       Quantifiable reduction in fixed-term   DB        EL       Ongoing
       agency planning and       Care colleagues in Children’s Services        and permanent exclusion of LAC.        PC        BBS
       intervention where        Division.
       Looked-After Children are
       at risk of exclusion.



                                                                           7
           Objective                                Activity                          Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                           Officer                  date
                                   Publish the joint-agency protocol on
                                   roles and responsibilities in preventing
                                   exclusions and working with
                                   permanently excluded LAC pupils.

                                   Train and raise awareness of school
                                   and centrally retained staff in
                                   procedures to be followed.

                                   Undertake training for care managers           Improved awareness of preventive         DB        EL       Ongoing
                                   and carers on preventive activities.           activities and available support.        PC

                                                                                  Clarity of roles and responsibilities.             BBS

                                                                                  Improved awareness and                   DB
                                                                                  understanding of the legal position      EL
                                                                                  regarding exclusion of LAC.

                                   Disseminate good practice between              Pupils remain in school with access                         Ongoing
                                   schools.                                       to a variety of additional support.

                                   Establish an early warning system for          Improved communication which can
                                   Locality and Practice Managers.                enable rapid response by social care
                                                                                  colleagues.

                                   Ensure that all notified LAC have a            Clarity of responsibility and            DB        BBS
                                   Personal Education Plan and that               coherent, planned action for each        KP        EL
                                   carers contribute to the process.              young person.

(xiv) Provide flexible             Increased flexibility programmes               Increasing numbers of KS4            JW/                    Ongoing
      placements at KS4 within     supported across the FE Colleges.              participating in vocational          TD
      context of 14-19 strategy.                                                  qualifications. Improved progression
                                                                                  and participation from 16.




                                                                              8
            Objective                                Activity                        Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                        Officer                  date
                                    Programme of alternative provision           Prospectus of area provision for       JW/       EL       2005/2006
                                    developed for South Devon schools            schools to buy into, including:        TD
                                    (with Torbay).
                                                                                 (i) work placements;
                                                                                 (ii) vocational training;
                                                                                 (iii) life skills.
                                    Small clusters of secondary schools                                                 TD/                2005/2006
                                    working together to provide an                                                      JW                 2006/2007
                                    alternative curriculum at KS4.

(xvi) Improve planning and          Undertake detailed planning via              Quantifiable reduction in permanent    CA        CW       December 2004
      support for residential       Children’s Trust to improve procedures       exclusions from residential            PC        BBS
      SEBD placements in            for assessing and meeting needs of           placements in Devon.                   BBS
      Devon.                        most vulnerable and troubled children.

                                    Provide therapeutic interventions on-site As above. Sample of views of              CA        BBS      April 2005
                                    where children’s history or current       children and staff provides evidence      PC
                                    behaviour indicates experience of         that input is useful and appropriate.
                                    abuse and/or trauma.

                                    Develop Section 31 Health Act budget         Quantifiable reduction in out-County   CA                 April 2006
                                    arrangements where appropriate.              placements.                            PC

6.1.1 [b] Full implementation
of strategy to provide
inclusive education for
children with needs on the
autistic spectrum

(i) Establish Communication         Establish CAIRBs at three primary            Enhanced on-site and strategic         CA        BBS      September
    and Interaction Resource        schools.                                     outreach to other schools                        AWs      2005
    Bases [CAIRBs] in                                                                                                             AP
    mainstream primary
    schools and ensure
    consistency of practice with
    existing ‘cluster’ providers.

                                                                             9
              Objective                               Activity                          Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                             Officer                  date
(ii)    Undertake county-wide        Training offered to all schools via EPS        Improved skills and confidence of        BBS       AWs      September
        staff training programme.    training directory and CIDs team.              staff enhancing capacity to include                         2003/Ongoing
                                                                                    children with ASD.

                                     Specialist SSAs (see (vi) below) and           Improved outcomes and fewer
                                     CAIRB staff receive enhanced training.         exclusions of children with ASD.

(iii)   Develop parent/carer         Identify parent/carer groups; organise         Parents/carers report feeling            BBS       AWs      September
        support, County-wide.        and deliver support.                           supported and better able to meet                           2004/July 2005
                                                                                    children’s needs.

(iv)    Pilot intensive home-        Implement and evaluate pilot in Exeter         Parents/carers report improved           BBS       AWs      September
        based early intervention     with children with severe autism.              children’s behaviours.                                      2003/Ongoing
        project (PACTS).

(v)     Establish joint-agency,    Draft protocols via Children’s Trust             Protocols agreed, in place and in        CA        AWs      July 2005
        multi-disciplinary         Development Group.                               use.
        identification, assessment
        and intervention           Consult with all stakeholders.                   Greater clarity for parents/carers and                      Ongoing
        protocols.                                                                  improved outcomes for children.

(vi)    Appoint specialist support   Appoint four SSAs via Standards Fund.          SSAs appointed and input evaluated       BBS       AWs      January 2005
        assistants to provide                                                       as positive by schools.
        support to children with
        ASD, with statements, in
        mainstream schools.

(vii) Enhance provision for          Undertake review of provision for              Improved provision and                   CA        AP       May/October
      children with ASD              children in special schools.                   achievement. Parents/carers report                 BBS      2005
      attending special schools.                                                    higher levels of satisfaction.                     AWs
                                     Report and draft proposals for action as
                                     appropriate, in the context of review of
                                     special schools.




                                                                               10
            Objective                             Activity                       Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                    Officer                  date
6.1.2 Ensure a continued          Establish joint-agency protocols on                                               DB        EL       Ongoing
      reduction in the rate       prevention of exclusion of looked-after                                                     KP
      of permanent                children and implement. [as per 6.1.1 xv                                                    PC
      exclusions in line with     above]
      local and government
      targets                     Analyse fixed-term and permanent           Reduced permanent and fixed            DB        EL
                                  exclusions data. Identify schools which    period exclusions.                     EL        BBS
                                  may require additional, targeted support   School staff more confident in                   CW
                                  from KS 2 or KS 3 National Strategies,     addressing pupil needs.
                                  Consultants, EPS, Complementary            Identification of new strategies to
                                  Education etc.                             support pupils.

                                                                             Increased strategies in schools to     DM        JW
                                                                             support pupils at risk, e.g. further   DB        DK
                                                                             development of collaborative work      CA
                                                                             across Learning Communities; new
                                                                             curriculum opportunities at KS4.

                                  Review the ‘Managed Moves Policy’          Policy and practice fully effective.   DB                 June 2005
                                  and ensure that the policy and guidance    Clarity of guidance for all schools;   EL
                                  are appropriate for all school phases.     increase consistency of
                                                                             implementation. Reduced number
                                                                             of unsuccessful moves. Improved
                                                                             confidence in monitoring process.

                                  Develop partnerships with and between      Improved outcomes for children at      DB
                                  clusters of schools.                       risk of exclusion.


6.1.3   Develop joint-agency      Establish CAMHS input to SEBD              Therapeutic intervention for most      CA        PC       January 2005/
        behaviour support         special schools.                           troubled children and support for                BBS      Ongoing
        initiatives through the                                              staff. Staff employ knowledge and
        Children’s Trust.                                                    skills gained during out-reach and in-
                                                                             reach with the mainstream sector.
                                                                             Reduction in permanent exclusions
                                                                             from special and mainstream
                                                                             schools.
                                                                        11
           Objective                            Activity                      Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                 Officer                  date
                               Appoint specialist EP for adoption         Availability of psychological advice   BBS       PC       September
                               support.                                   to the County Adoption Panel;                             2005
                                                                          improvement to schools’ knowledge
                                                                          of key issues concerning the needs
                                                                          of adopted children and their
                                                                          families; enhanced psychological
                                                                          support to adopted children, their
                                                                          families and social workers;
                                                                          improved educational opportunities
                                                                          and achievement for adopted
                                                                          children.

6.1.4   Promote attendance    Improve liaison between Education,          Improved partnership. Increased        DB        KP       April 2005
        of Looked-After       Social Care colleagues and schools.         accuracy of data collection enables              JH
        Children (LAC). Raise Staff development work with EWS.            clearer focus on individual children             BBS
        achievement of LAC in                                             at risk.                                         RF
        line with national
        targets.                                                          Quantifiable improvement in
                                                                          attendance.
                                                                                                                 DB
                                                                          More efficient use of care plans.

                               Improve data collection and transfer of    Greater accuracy of data to enable
                               information to receiving schools.          more sophisticated targeting of
                                                                          support.

                               Increase targeted work in schools          Clarification of roles between patch   DB        JH       March 2005
                               where LAC have attendance difficulties.    and specialist EWOs.                             KP

                               Develop strategy and implementation        LAC achievement and attendance         AW        KP       September
                               plan to raise LAC achievement;             significantly improved in line with    DB                 2005
                               including a focus on admissions,           Public Service Agreement. Target.
                               attendance and exclusions, with due
                               regard to Statutory Guidance (DfES,
                               2005).

                                                                     12
          Objective                            Activity                          Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                    Officer                  date
                              Improve procedures for tracking LAC            Procedures enable schools to set       DB        KP
                              achievement.                                   appropriate targets, review progress
                                                                             and raise achievement.

                              Revise training plan for schools, carers       New training implemented and                     KP       September
                              and Social Care colleagues in line with        evaluated.                                       BBS      2005
                              the strategy.

                              Publish revised Personal Education             IRU evidence that PEPs are being       AW        KP       September/
                              Plan (PEP) proformas and guidance,             completed at the appropriate time      DB                 December 2005
                              0-19 years. Work with Independent              and that quality of work is at least
                              Review Unit (IRU) to establish a system        satisfactory.
                              to monitor the numbers and quality of
                              PEPs at review meetings.

                              Consult with stakeholders.

                              Implement the strategy.

6.1.5 Establish a Corporate   Proactively promote the role of                Raised awareness of LAC issues for     AW        KP       June 2005
      Parenting Forum         Corporate Parent.                              elected Members and staff.             DB

                              Agree terms of reference.

                              Establish management information.              Education, employment and training
                                                                             prioritised for LAC.
                              Explore full range of corporate
                              opportunities which can be used to             Joint Education and Social Care
                              impart information on opportunities and        targets established.
                              outcomes for LAC.

                              Develop opportunities for Members to           Celebration and reward for Looked-
                              find out more about the lives of LAC in        After Children’s achievement.
                              their locality.
                                                                             Communication, advocacy and
                                                                             participation developed.

                                                                        13
           Objective                             Activity                         Anticipated impact or outcomes       Lead      Others    Start date/end
                                                                                                                       Officer                  date
6.1.6 Complete a review of       Establish review group of                    Developed partnership between            CA        AP       June 2004
      the future role of         Headteachers, officers and SEN               special schools and Children’s           LS        VJ
      special schools and        adviser.                                     Services Authority.
      draft proposals for
      consultation.
                                 Draft proposals. Undertake consultation Raised awareness of changing role                                Autumn 2005
                                 with all stakeholders.                  of special schools.


                                 Produce amended proposals and plan           Mainstream schools enabled to            CA        AP       January 2006
                                 implementation.                              develop their planning for most
                                                                              effective interface with special
                                                                              schools and vice versa.

6.1.7 Review criteria for        Form working group of officers,                                                       KC        AP       October 2004
      statutory assessment.      Headteacher, SENCOs and SEN
                                 adviser.

                                 Draft proposals for initial consultation Working group produces draft                                    January 2005
                                 with Senior Education Officer (SEN and proposals.
                                 Inclusion) and for discussion with SEN
                                 and additional needs funding group (see
                                 below).

                                 Produce revised proposals and consult        Transparent, equitable criteria in use   KC        AP       June 2005
                                 with schools.                                and understood by schools and
                                                                              parents/carers.
                                 Implement new criteria.                                                                                  September
                                                                                                                                          2005
6.1.8 Undertake the first        Form SEN and Additional Needs                Group formed and key issues              CA        JB       December
      stage of a review of the   funding group consisting of officers,        identified.                              AP        VJ       2004/July 2005
      distribution of            including Principal Finance Manager,                                                  LS        KC
      resources to support       EAL, Headteachers, SEN Adviser.
      the education of
      children with special or
      additional needs. (See
      also 6.2.3. below).
                                                                         14
           Objective                              Activity                           Anticipated impact or outcomes        Lead      Others    Start date/end
                                                                                                                           Officer                  date
                                 Devise framework for interviews with            Framework devised and                     AP
                                 agreed sample of head teachers.                 Headteachers interviewed; data
                                 Undertake interviews.                           gathered on their experiences and
                                                                                 views of current and possible future
                                 Distribute questionnaire to all schools.        funding models.


                                 Gather information on funding                   Data gathered on models in use in
                                 approaches in use in other Local                other Local Authorities and
                                 Authorities and model in Devon context.         modelled.


                                 Report on progress to Schools Funding           SFIG informed of progress and in          CA        AP        September
                                 Issues Group [SFIG].                            agreement with planned next steps.                  LS        2005


6.1.9 Further develop training   Continued provision of training                 Increased confidence, knowledge           RF        VJ        Ongoing
      opportunities to           opportunities by all central support            and skills of school and setting staff.   CA        Service
      increase the capacity of   services.                                                                                 DB        Mgrs
      mainstream schools
      and pre-school settings    Seek opportunities via SW Regional
      to meet the needs of       Partnership. Link to workforce
      children who are           remodelling agenda.
      vulnerable to under-
      achievement or failure.    Provide training for staff working with
                                 asylum seekers’ children who have
                                 experienced trauma or loss.




                                                                            15
           Objective                            Activity                 Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                            Officer                  date
Medium term objectives 6.2.1
– 6.2.9

6.2.1 Further development of See Sections 6.1.1 (a)
      joint agency initiatives            6.1.1 (b)
      under the auspices of
      the Children’s Trust,
      including commitment
      to new child and
      adolescent mental
      health services, joint
      protocols for
      assessment and
      intervention for children
      with autistic spectrum
      disorder (ADS) and
      streamlined
      assessment processes
      for all children with
      complex needs.

6.2.2 Raise awareness of       Agree joint strategy with DCS.        Strategy in place – schools provided   DM        CA       March 2005/
      inclusive educational                                          with optimum level of support and      RF        DB       Ongoing
      practice as a key school                                       challenge required to develop                    LS
      improvement issue and                                          capacity to provide inclusive                    GC
      a focus on it during                                           education, as per DfES Guidance,                 HT
      DCS annual review                                              2005.                                            BBS
      visits.




                                                                16
          Objective                              Activity                        Anticipated impact or outcomes      Lead      Others    Start date/end
                                                                                                                     Officer                  date
6.2.3 Consult on a revised      Review current SEN/AEN funding               LEA has feedback from schools on        AP        KC       Ongoing
      system of funding for     arrangements as per 6.1.8 (above).           where current system effective and      CA        VJ
      special and additional                                                 where amendment required.               LS        JB
      needs, designed to
      promote early                                                          Schools and LEA colleagues work
      intervention and                                                       together to develop proposals.
      reduce recourse to                                                     School reps able to contribute other
      statutory assessment                                                   school colleagues’ views.
      through effective
      practice and targeted                                                  Schools involved in initial stages of
      resources at School                                                    developing revised system for
      Action and School                                                      funding arrangements and know the
      Action Plus, for                                                       purpose.
      implementation April
      2007.
                                Using data from above, prepare               Consultation paper completed.                              September
                                consultation paper, including proposals      Proposals to include information                           2005
                                for revised arrangements, following          about impact of different funding
                                discussion with SFIG.                        models.

                                Undertake consultation with schools          Raised awareness and                                       Completed by
                                and other stakeholders.                      understanding; Heads and other                             March 2006
                                                                             stakeholders have opportunity to
                                                                             contribute to decision-making.

                                Revise proposals as appropriate.             Revised funding arrangements in                            April 2007
                                                                             place.

6.2.4 Establish procedures      Gather information from schools re           Range of current practice identified.   AP        VJ       March 2005/
      for monitoring schools’   current practice. Consider in the light of   Most effective practice clarified to    CA        BBS      September
      use of delegated          current school self evaluation process.      support establishment of coherent                          2006
      funding, as per DfES                                                   County-wide monitoring system.
      requirements on LEAs.     Gather information from other similar
                                LEAs where such monitoring is
                                established.


                                                                        17
          Objective                              Activity                          Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                      Officer                  date
                                SEN and Additional Needs funding               Draft model(s) available and
                                review group to form sub-group to              consultation planned.
                                prepare draft model(s) for consultation
                                with Heads and SENCOs.

                                Organise trial in agreed sample of             Trial undertaken, data analysed.       AP        VJ       January 2006
                                schools.                                                                                        BBS

                                Develop quality assurance mechanisms           Schools have clear understanding of    KC        AP       June 2005
                                for Annual Reviews.                            expectations with regard to                      MA
                                                                               recording progress.                              CA

6.2.5 Establish effective and   Collect representative sample of               Schools receive general report with    AP        MA       February 2006
      consistent procedures     anonymised reviews and set up Quality          feedback on good and less effective    KC
      for reviewing the         Assurance (QA) monitoring process              practice throughout the County
      progress of children      whereby LA and school colleagues               annually.
      with statements.          assess paperwork against set of QA
                                measures.                                      Heads and/or SENCOs take part in
                                                                               QA activity and are involved in
                                                                               development of most effective
                                                                               practice at County and school level.

                                Produce summary report of findings             Consistent procedures for reviewing              BBS      March 2006
                                with recommendations and send to all           progress of children with statements
                                schools. Specific issues to be picked          become embedded in County
                                up by EPs with schools.                        practice.

6.2.6 Further consolidate the   Ensure focus on consultation in CPD for        Schools and settings supported to      BBS                Ongoing
      consultation, advice      EPs.                                           develop skills and confidence in
      and training role of                                                     meeting more diverse and
      Educational               Develop training modules for schools,          challenging needs.
      Psychologists.            etc., supported by EP follow-up.

                                Provide training as per EPS training
                                directory.

                                                                          18
           Objective                             Activity                        Anticipated impact or outcomes      Lead      Others    Start date/end
                                                                                                                     Officer                  date
6.2.7 Support schools’ efforts Link to objective re extended schools.        Improved communication and              DM                 Ongoing
      to develop networks                                                    awareness.
      and services across      Attach a LA link officer to each LLC.
      local learning
      communities.

6.2.8 Develop schools’          Produce CD-Rom, ‘Dyslexia-friendly           All schools have access to current      VJ                 Ongoing
      capacity to meet the      schools’ and publicise via website.          advice on best practice in teaching     BBS
      needs of children with                                                 children with dyslexia.
      dyslexia and other
      persistent literacy       Produce written guidelines for schools.      Schools supported by a guidance         CA
      difficulties.                                                          framework which clarifies definitions
                                                                             of dyslexia, relative roles and
                                                                             responsibilities of schools and CSA
                                                                             and answers frequently asked
                                                                             questions.


                                Provide ‘Dyslexia helpline’                  Advice readily available to schools,    BBS
                                                                             parent/carers and others.


                                Co-ordinate work of Primary National         Support and advice available to         RF        VJ       Ongoing
                                Strategy manager, literacy advisers,         schools that sets teaching and          HT        BBS
                                EPs and SEN adviser via Wave 3               learning and support for children       CA
                                strategy group.                              with dyslexia in context of PNS and
                                                                             access to National Curriculum.

                                Achieve British Dyslexia Association         Quality Mark achieved, reflecting       VJ        AP       June 2006
                                LEA Quality Mark.                            good practice.




                                                                        19
          Objective                              Activity                        Anticipated impact or outcomes      Lead      Others    Start date/end
                                                                                                                     Officer                  date
6.2.9 Establish an agreed       See 6.1.6 above.                             Special and mainstream school staff     CA        LS       March 2006
      and more significant                                                   learn from each others’ practice;                 AP
      role for special                                                       wider range of needs met within a                 VJ
      schools within a                                                       continuum of provision.
      continuum of
      provision, with                                                        Opportunities for learning across
      ‘permeable walls’                                                      sectors, including via dual
      between the special                                                    registration of children provides
      and mainstream                                                         improved opportunities and raised
      sectors. (See 6.1.6,                                                   achievement.
      above).
                                                                             Possible stigma of special school
                                                                             placement declines.

                                                                             Role of special schools in Devon in
                                                                             line with that set out in Removing
                                                                             Barriers to Achievement (DfES,
                                                                             2004).

6.2.10 Undertake a review of    Establish review group including Health      Best practice identified; and options   CA        AP       October 2005/
       provision for children   colleagues and other stakeholders.           explored.                                         BBS      April 2006
       with severe language     Review current provision and outcomes
       difficulties.            for children.

                                Draft proposals for consultation with all    Improved provision and outcomes.
                                stakeholders and implement following
                                amendment.


6.2.11 Undertake a review of    Review via stakeholder day,                  Coherent, high quality service to pre- DM         DP       April/December
       Early Years services     consultation and discussion with             school settings, leading to improved              CA       2005
       and restructure          stakeholders and work of review group,       outcomes.                                         CR
       services as              including DfES Adviser.
       necessary.
                                Appoint Head of Early Learning to co-                                                DM        RF       October 2005
                                ordinate services.
                                                                        20
          Objective                              Activity                       Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                   Officer                  date
Long-term objectives 6.3.1 –
6.3.6

6.3.1 Raise the educational     Develop improved systems for                Improved data systems enable more      DM        CA       2006
      achievement of the        collection and analysis of fine-grained     effective targeting of resources,                AP
      lowest attaining twenty   data on individual children’s attainment.   individual and group target-setting              RF
      per cent of children                                                  and review.
      including those groups
      currently at greatest     Advisers, Educational Psychologists,        Further development of school          CA        BBS
      risk of failure.          etc provide training and advice in use of   staff’s capacity to map provision to   RF        VJ
                                P-levels and in target setting and          need; improved assessment and
                                formative assessment generally.             target-setting facilitates optimum
                                                                            teaching and outcomes for children.

                                Identify and focus support on schools                                              RF
                                with significantly above average
                                numbers of children in lowest attaining
                                twenty per cent.

                                Provide support to increase schools’
                                capacity to raise such children’s
                                achievement through:

                                • EP and Adviser advice and training.  Capacity of workforce to raise              RF        BBS      2005 onwards
                                • Support and challenge by Advisers achievement is maximised.                      CA        VJ
                                  through Annual Review Visit process,                                                       AP
                                  etc.
                                • Support to self-evaluation process.  Schools operate as a resource for                              2007
                                                                       one another.
                                • Support for the development of
                                  networks of schools, in Learning
                                  Communities, to share and improve
                                  expertise in data gathering, target
                                  setting, etc.

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          Objective                              Activity                          Anticipated impact or outcomes     Lead      Others    Start date/end
                                                                                                                      Officer                  date
                                Implementation of strategies to raise          Significantly and quantifiably         RF        DM       January 2006
                                achievement of Looked-After Children,          improved outcomes for children.        DB                 onwards
                                Children with English as an Additional                                                AW
                                Language, Gypsy Travellers and other
                                minority ethnic groups.

                                Develop alternative models of                  Curriculum content and delivery        RF        GC       Ongoing
                                curriculum content and delivery in KS3         engages, motivates and provides
                                and 4.                                         best possible learning opportunities
                                                                               for children and young people with
                                                                               diverse needs.

                                Exploit opportunities to develop               As above.                              RF        DM       June 2005
                                curriculum flexibility for young people                                               TD                 onwards
                                aged 14-19.                                                                           JW

                                Provide opportunities in special and           As above.                              CA        AP
                                mainstream settings for special school                                                          VJ
                                staff to use expertise to raise
                                achievement, according to models
                                agreed (as per 6.1.6 and 6.2.9, above).

6.3.2 Through the provision     Local Authority (Children’s Services)          Children’s well-being is ensured,      AW        BBS      2005 onwards
      of enhanced joint-        staff, in collaboration with Primary Care      enabling them to learn and achieve     CA        CW
      agency support and        Trusts, etc, work to ensure children in        in school.                             DB
      achievement of the        need and at risk of harm are provided
      short and medium term     with appropriate, timely support, in
      objectives [above] to     mainstream and special settings.
      reach agreement with
      schools to work           LA and Health staff to support school          As above.                              CW                 Ongoing
      towards avoidance of      improvement model outlined throughout
      permanent exclusions      this Action Plan so as to increase
      from the primary phase    capacity of school staff to meet diverse
      and a significant         needs.
      reduction in those from
      secondary phase.

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Objective                    Activity                      Anticipated impact or outcomes    Lead      Others    Start date/end
                                                                                             Officer                  date
            Children’s Centres and Extended            As above.                             DM                 Ongoing
            Schools provide a locus for support to
            assist schools and early years settings
            in maintaining high quality behaviour
            management approaches.

            Primary Resource Base staff, EPS         As above.                               CA
            behaviour support staff and staff of                                             AW
            other agencies, including Health and the
            voluntary sector, work in close
            collaboration.

            LA staff assist development of           As above.                               CW        EL
            collaborative networks of support across
            the secondary sector, developing
            improved provision to prevent exclusion
            as per SEBD strategy (6.1.1, above).

            Plan, consult on and establish new day     Provision established - outreach to   CA                 October 2005/
            KS3/4 SEBD provision in Barnstaple.        North Devon secondary schools,        SD                 End 2008
                                                       and placements for children with      AW
                                                       most complex SEBD.

            LPSA2 Performance Indicators on            LPSA2 targets met.                    DB        JH       April 2005/
            secondary attendance and fixed period                                                      EL       2008
            exclusions in place – activities above
            aim to ensure targets met.




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           Objective                             Activity                       Anticipated impact or outcomes    Lead      Others    Start date/end
                                                                                                                  Officer                  date
6.3.3 To achieve a reduction     Develop, consult on and implement          Funding to support curriculum         CA        AP       2007 onwards
      in the use of statements   revised funding system as per 6.1.8 and    access and achievement of children    JB        KC
      as a means providing       6.2.3 (above) and improved monitoring      with the most complex needs is
      additional resources to    and review arrangements as per 6.2.4       targeted appropriately.
      schools, meeting needs     and 6.2.5.
      more effectively                                                      Funding system is flexible,
      through a revised                                                     responsive to need, transparent and
      funding model while                                                   fair, and helps raise achievement.
      acknowledging
      children’s entitlements                                               Children’s entitlement to inclusive
      and the LEA’s legal                                                   education is ensured.
      responsibilities.

6.3.4 To increase the capacity   Revised funding model to be                Out-County placements reduced to      CA        AW       2007 onwards
      of special schools, to     implemented to ensure best of use of all   minimum. Savings reinvested in                  PC
      include the majority of    resources for special and additional       improving provision and outcomes.
      children currently         needs.
      placed out-County.
                                 Via Children’s Trust ensure that           Children educated closer to their
                                 implementation of children’s services      families and communities.
                                 strategy supports special school
                                 effectiveness. Ensure that input of        Improved outcomes in social
                                 Health and Social Care enables schools     inclusion and educational
                                 to meet the most complex needs.            achievement.




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